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首页> 外文期刊>Microbiology Education Journal >Some Believe, Not All Achieve: The Role of Active Learning Practices in Anxiety and Academic Self-Efficacy in First-Generation College Students ?
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Some Believe, Not All Achieve: The Role of Active Learning Practices in Anxiety and Academic Self-Efficacy in First-Generation College Students ?

机译：有些人相信，并非全部实现：第一代大学生焦虑和学术自我效能中的积极学习实践的作用？

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First-generation college students face a variety of barriers in higher education compared with their continuing-generation peers. Active learning practices in STEM classrooms can potentially narrow the achievement gap by increasing academic self-efficacy, or confidence in academic abilities. However, these practices can also provoke anxiety in students. Given that anxiety can impair cognitive performance, we sought to understand how first-generation students perceive active learning practices and whether these perceptions affect the anticipated benefits of active learning. As part of a larger study on pedagogical practices in anatomy and physiology courses at the community college level, we asked students to rate various active learning techniques on how much each provoked anxiety and how much each contributed to their learning. All students (N = 186) rated some techniques as more anxiety-provoking than others (e.g., cold calling); however, compared to continuing-generation students, first-generation students’ ratings tended to be higher. First-generation students anticipated doing more poorly in a course and attained lower final grades. Notably, the use of active learning practices did not improve first-generation students’ academic self-efficacy: by the end of term, academic self-efficacy decreased in non-white first-generation students whereas other students showed little change. When introducing active learning strategies, instructors may need to proactively address underrepresented minority students’ emotional reactions and ensure that all students experience success with these practices early in a course as a way to bolster academic self-efficacy.
机译：与他们的持续发电同行相比，第一代学生面临着高等教育的各种障碍。 Stew教室中的积极学习实践可能通过增加学术自我效能，或对学术能力的信心来缩小成就差距。然而，这些做法也可以引起学生的焦虑。鉴于焦虑可以损害认知性能，我们试图了解第一代学生如何感知活动学习实践以及这些看法是否影响了积极学习的预期益处。作为社区学院课程的解剖学和生理课程中教学实践的更大研究的一部分，我们要求学生对每个激发焦虑的各种积极的学习技巧进行评分，以及每个人的学习如何。所有学生（n = 186）评为一些技术，比其他技巧更焦虑（例如，冷呼叫）;然而，与持续生成的学生相比，第一代学生的评级往往更高。第一代学生预计在课程中更糟糕，并获得了较低的最终成绩。值得注意的是，使用积极学习实践没有提高第一代学生的学术自我效力：到期结束时，非白色第一代学生的学术自我效能下降，而其他学生则表现出几乎没有变化。在引入积极的学习策略时，教师可能需要主动地解决代表性的少数民族学生的情绪反应，并确保所有学生在课程中尽早在课程中与这些做法的成功，以载体学术自我效能的一种方式。

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